International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
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Influence of Adolescence Developmental Changes
on Academic Performance of Students in Public
Secondary Schools in Nakuru Municipality, Nakuru
County
Gicharu, R.N.1, Sindabi, A.M.2
Egerton University, Department of Psychology, Counselling and Educational Foundation, P.O. Box 536-20115, Egerton, Kenya
Abstract: Adolescence is an important developmental period when the young person lays the foundation for adult life, it is also a very
trying time for the adolescent as he experiences both emotional and physical changes that can negatively influence his life. The
academic performance of adolescent students in Nakuru municipality has been deteriorating especially among the adolescent students
and the purpose of this study was to investigate on whether adolescence developmental changes (emotions, social behaviour and physical
growth) could influence the student’s academic performance in public secondary schools of Nakuru municipality. The study adapted an
ex-post facto research design. Stratified random sampling was used, where form three students in four schools formed the strata and a
sample of 375 students were randomly selected. Fifty one teacher counsellors were also purposively selected for this study. A 25-item
survey instrument was used where the students were asked to rate each item on a strongly disagree (1) to strongly agree (5) Likert scale.
The data was analyzed using descriptive and inferential statistics with the aid of the Statistical Package for the Social Science (SPSS).
The results of the study demonstrated that academic performance of adolescent students was significantly (p≤ 0.05) influenced
negatively by their emotional behaviour (β= -0.776), social behaviour (β= -0.661) and physical growth (β=-0.156). The findings of this
study are significant they may help teacher counsellors and school administrators improve students’ academic performance. It is
anticipated that the Ministry of Education (MOE) policy makers may develop programmes through which students may be helped to go
through adolescence smoothly and be able to achieve their academic goals.
Keywords: Academic performance, Adolescence, Adolescent, Emotional behavior, Influence.
1. Introduction
An adolescent develops both in sexual functions and abstract
thinking
processes
to
independence
(American
Psychological Association (APA), 2002). Majority of
students in secondary schools are adolescents, which is a
momentous period of life filled with changes, difficulties
and special problems. It is described as period of “storm”
and “stress” “turbulent” and “unstable,” a time of selfdiscovery and self-assertion (Masese, Nasongo, & Ngesu,
2012). This is because, adolescents are biologically prone to
have more mood swings because of the hormonal changes
associated with adolescence, coupled with the fact that their
brains are still developing (Murphey, Barry, & Vaughn,
2013).
The developmental stage of adolescence is the period from
10 to 19 years of age, but may extend up to age 24 (Edberg,
2009). For example, in United States, adolescence starts at
ten years of age and ends between the age of eighteen and
twenty two years. It is the period between childhood and
adulthood that involve biological, cognitive and socioeconomic changes (Santrock, 2010). It is an emotionally
intense and often stressful period (Webster, 2013). The
journey from childhood to adolescence is very challenging
where major changes in physical, cognitive and social
development occur (Barnett, 2012).
Adolescence social and emotional behaviour have been
issues of concern to many scholars for a long time. Kasomo
(2006) describes adolescence as a stage in human life when
rapid changes take place. The individuals’ physical, mental
and social out look undergo revolutionary changes. Due to
this growth, an adolescent personality develops in a new
dimension. Many parents, teachers, and relatives fail to
assess these changes and generally show indifference. This
attitude may create many difficulties for the adolescent and
his or her concentration in academic work could be affected.
According to Harlock (2006), greater social participation by
the adolescents leads to greater social competence. With
physical development, an adolescent may not necessarily
become socially mature. Therefore his social behaviour
should be matched from childhood and corrected when
necessary. The adolescent goes through a gradual
development process. Positive social participation can only
be guided by parents. A child who does not learn proper
social behaviour grows selfish during adolescence.
Today’s adolescent is different from those of earlier times
due to changes in the society and exposure to a variety of
intellectual pursuits. Advancement in technology has
introduced the adolescents to the use of computers,
cellphones and television (Lenhart, Madden, Macgill &
Smith, 2007). Further studies done by Cobb (2004) indicate
that adolescents are increasingly engaging in sexual activity
and are active by the age of 13-19 years. Adolescents
growing up without parental supervision are bound to
engage in sexual activity more than those closely monitored
(Santrock, 2010).
In Nakuru Municipality just like in other urban areas,
adolescents spend most of their time with electronic devices
such as computers and televisions either at home or in the
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cyber cafes in town. This may have led to poor social skills
since they do not adequately socialize with people. They
have little or no time for their school work. Thus, there is a
high probability that the social competence of modern day
adolescents may be poorer than those of earlier generation
(Andrews, 2000). Inability in getting along with teachers and
administrators, difficulty adjusting in the school program,
classroom misconduct, poor examination grades and lack of
school success are associated with delinquency (Steinbery,
2008).
2. Statement of the Problem
Academic performance of public secondary schools in
Nakuru Municipality has become poor. Students in these
schools are in adolescence stage of development and are
experiencing physical as well as emotional changes. They
want to show that they are sure of themselves and
independent. They look for an opportunity to experience
sensations more than studying. It is at this particular time
that they search for identity and acceptance among the peers.
They become exposed to social activities like browsing the
internet, taking drugs, alcohol and hanging out with friends.
Their behavior may be shaped by these experiences and
might have a negative influence on their academic
performance. This study sought to determine the influence
of adolescence development on students’ academic
performance in public secondary schools in Nakuru
Municipality.
Purpose of the Study
This study sought to determine the influence of adolescence
development on students’ academic performance in public
secondary schools in Nakuru Municipality.
Objectives of the Study
The specific objective of the study was to determine whether
emotional behaviour of adolescents has an influence on
academic performance in public secondary schools in
Nakuru Municipality.
3. Literature Review
Introduction
In this chapter, a summary of related literature on
adolescents’ physiological, social and emotional behaviour
changes has been presented. The main topics explored are;
meaning of adolescence, adolescent physiological
development changes, emotional behaviour, social
behaviour, academic performance, guidance and counseling
and finally theoretical and conceptual framework of the
study.
Adolescence Stages of Development
According to Kasomo (2006), adolescence is a stage in
human life when rapid changes take place. He adds that an
individual grows physically, mentally and socially while his
personality develops new dimensions. Santrock (2010)
asserts that adolescence is the period of transition from
childhood to adulthood where young people go through
biological,
cognitive
and
psychological
changes.
Adolescence is accompanied by dramatic physical,
cognitive, social, and emotional changes that present both
opportunities and challenges for adolescents, families, health
professionals, educators, and communities (Cohen, Khurshid
& Aurangzeb, 2012). Socially the young adults develop a
sense of identity and self-awareness and they start spending
more time with their peers. Early adolescence begins from
10 to 13 years for most adolescents followed by middle
adolescence from 13 to 18 years and lastly late adolescence
from 18 to 21 years of age (Cohen, 2012). Melgosa (2001)
asserts that girls and boys become different when they reach
adolescence. Their responsibilities and privileges are
different from one stage to another. The adolescent’s
thoughts, ideas and concepts develop at future life.
Emotional development in Adolescence
Santrock (2010) defines emotion as a feeling or effect that
occurs when a person is in a state or on interaction that is
important to the individual. He goes on to say that emotion
is characterized by behaviour that expresses the pleasantness
or unpleasantness of the state the individual is in. Negative
emotions such as sadness are linked with low self-esteem
whereas positive emotions such as joy are associated to high
self-esteem. Emotional development during adolescence
involves establishing a realistic and coherent sense of
identity in the context of relating to others and learning to
cope with stress and manage emotions (Santrock, 2001).
According to Santrock (2005) adolescence is a time when
emotions highs and lows occur more frequently. Adolescents
are reported to have extreme emotions associated with
increased loneliness, social isolation, disorganized and
suicidal thought processes and unusual beliefs that could
lead to heavy use of drugs. This significantly interferes with
their social and emotional adjustments. However, there are
those adolescents who abuse drugs so as to be accepted by
peers. Adolescents might sulk a lot when unable to express
their feelings with or without provocation. They could even
blow up at their parents or siblings, a response that might
reflect the defense mechanisms of displacing their feeling
onto another person. Leary, M.R (2007) found out that
although most students were well adjusted about 20%
developed emotional problems. Some had mood swings,
often felt lonely, embarrassed and self conscious. Emotional
swings especially in adolescents girls is a reflection of
serious problems such as depression. Adolescents have to
cope with a new body, and with influences that these
changes have on their mood, behaviors and relationships
(Bosson, Maggiori, Gygax, & Gay, 2012).
Santrock (2010) explains that suicide attempts by
adolescents have a long history of stress and personal
problem originating from childhood issues such as conflict
with parents, difficulties in school and increased loneliness
during adolescence. He adds that although increased
cognitive abilities and awareness of adolescents prepare
them to cope more effectively with stress and emotional
fluctuations, many adolescents do not effectively manage
their emotions. As a result, they may become prone to
depression, anger and poor emotional regulation when they
fail to cope with these problems. Many adolescents rebel
against parental and school authority. Some of them could
withdrawal from social relations and make dramatic gestures
such as running away from home. Teenage depression could
even be triggered by the loss of a loved one, dysfunctional
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family that is threatened by separation and divorce or where
family members are in conflict with each other and are not
communicating well. In such a scenario the adolescent may
be deprived off the emotional support they need. She further
explains that unlike adults depressed teenagers may appear
to be extremely angry and hyperactive which might be
mistaken for normal adolescent emotional behaviour.
Kasomo (2006) stipulates that the best way to deal with
teenage depression is to communicate with them about their
problems on reliable relative or friend could help might be
needed. He adds that most adolescents make through these
aggravating times and become competent adolescents.
Melgosa (2001) suggests that parents must emphasize the
positive qualities of their adolescent children to avoid having
them join negative groups. When teenagers are satisfied with
themselves, they keep their values and beliefs. An
emotionally healthy adolescent is one who balances negative
and positive emotions, experiences genuine emotions
without becoming overwhelmed and expressing them in
socially appropriate ways. Educators, teachers and parents
are acknowledging the role of emotions and the ability to
understand and manage them as determinates to success in
life (Andrew, 2000). He further states that adolescence is a
critical period for the development of emotional intelligence
and emotional competencies that will eventually give an
adolescent’s life satisfaction and academic achievements.
Social development in Adolescence
Adolescence signifies a critical and distinctive period in the
life cycle, marked by rapid cognitive growth that drastically
changes how one understands, communicates and functions
within the social world (Moshman, 2011). Santrock (2010)
stipulates that adolescents’ physical maturation affects their
social behaviour. According to Kaplan (1986) adolescence
could be a very embarrassing period in the life of a teenager.
Girls worry about the size of their breasts and the possibility
of getting menstrual blood on their clothes. While boys
worry about regular erection and unusual ejaculation. This
makes the adolescents anxious and apprehensive when
participating in co-curricular activities. These could have a
negative influence on the adolescent’s academic
performance.
Mbiti (1969) explains that rites of passage in African
communities introduced the candidate to adult life. They
would share in the responsibilities and privileges of the
community. This prepared the candidate for the expected
social behaviour. Santrock (2010) explains that the purpose
of social development is to seek freedom, relations and
identity. He further states that the adolescent tries to
synthesize the past, present and their future possibilities into
accepted self. This is the adolescent search for identity. They
have a great desire to be accepted and to identify with
current teenage language, music, fashion and all types of
entertainment. They try different selves in different
situations. The adolescents could be a different person at
home, with friends and at school. Such confusion can affect
academic performance negatively. Erikson (1969) stipulates
that not everyone fully achieves identity. Most adolescents
face identity crisis where they explore different possibilities
and integrate different parts of themselves. Failure to form
cohesive identity beyond adolescence can lead to problem
later in life (Kroger, 1996). Girls who have difficulties
forming an identity are more likely to experience marital
disruptions in mid life than their peers while boys are more
likely to remain single and unsatisfied.
Many researchers have established a link between hormone
levels and behaviour. Melgosa (2001) explains that boys
who exhibit low levels of testosterone and high levels of
endostestorene are more likely to manifest behaviour
problems. These could range from talking back to adults and
questioning authority in almost all domains. Kimmel and
Weiner (1995) reveal that the root of anti social behaviour in
children and adults is their temperament from infancy where
they could have had irregular sleep or restlessness. They add
that effective parenting could improve many of these antisocial behaviour.
According to Kasomo (2006) proper socialization of an
adolescent is important. When teenagers are not well
nurtured socially by their parents, teachers and peers, they
lack in qualities such as honesty, courage, kindness and selfesteem. He adds that this could result in maladjusted
students who may not attain social maturity. Qureshi (2004)
asserts that students who lack constant social stimulation
experience intellectual deterioration and impaired problem
solving abilities. A study by Soomro and Clarbour (2012)
revealed that high social self-esteem is related to higher
academic achievement.
Physical development of adolescents
The most noticeable changes during adolescence involve
physical, psychological, sexual growth and development,
including the appearance of secondary sexual characteristics
and the ability to reproduce (Cohen, 2012). Adolescents are
worried by these physical changes and how they are
perceived by others. Regardless of the timing of the physical
changes that take place during adolescence, this is a period
in which physical appearance commonly assumes paramount
importance (American Psychological Association, 2002).
Cognitive Development
Adolescents begin moving from childhood to adulthood due
to their cognitive development. The brains begin to process
more abstract thoughts especially focused towards selfreflection and self-identity (Barnett, 2012). They endeavor
to learn to make good choices and decisions toward their
future as responsible nationals. As adolescents develop their
understanding of themselves, they become more aware of
their emotions and feelings and how these feelings affect
their daily lives. This is how they perceive their
characteristics and abilities fit with the opportunities that are
available to them. Many of the identity issues that begin
during adolescence determine the paths an adolescent may
take including future college, vocational or career choices,
as well as other aspects of their lives.
Parental Role in Adolescents’ Academic Performance
Parents are the first socializing agents in an individual's life.
Providing a supportive learning environment at home
requires parents’ time as much as financial resources
(Emeka, Ononga, Owolabi, Ushie 2012). Weiner et al (1995)
stipulates that young people usually identify closely with
their parents’ feelings about school and education. He
explains that parents who value the education process and
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respect the efforts of their children teachers, foster positive
attitude towards school and thereby influencing their
children academic performance positively. Parents who are
warm and accepting tend to have children who are socially
competent. Adolescents who have experienced sibling
hostility and inconsistent parenting during childhood and
early adolescence end up having anti-social behaviour.
Kroger (1996) adds that students who bully at school come
from homes where they were bullied or canned. Whereas
those students who look happy, relaxed and are well
behaved were brought up without a lot of strictness and most
of them succeed academically.
Academic Performance among Adolescents
Weiner et al (1995) explains that being in school and
achieving at the level of their ability helps young people feel
good about themselves. Those who do poorly or drop out of
school develop low self-esteem and may fail to realize their
intellectual and occupational potential. He adds that an
adolescent’s attitude towards school is influenced by peer
and parental attitude towards school administration; grades
attained and school disciplinary structure. Adolescents
whose parents have unrealistic high expectations for their
academics or social achievements may become truants or
drop out of school all together (Nancy, 2004). Adolescents
often suffer from mild mental disorders
Developing social and emotional capabilities supports the
achievement of positive life outcomes, including educational
attainment, employment and health (McNeil, Reeder &
Rich, 2012). Skills such as flexibility, communication, and
negotiation enhance employability. Santrock (2010) reveals
that adolescents who are unable to establish positive identity
may perform poorly in schools since they lack successful
adult with whom to identify with. Such adolescents develop
negative identity by taking up antisocial role in the society
that nevertheless provide them with a sense of belonging.
Guidance and Counselling for Adolescents
Mangal (2007) cites that teacher counsellors, psychologists
and parents have a duty to train the adolescents on how to
integrate thoughts and emotions for proper behaviour. This
he suggest could be attained by encouraging the adolescents
not to suppress emotions since each feeling is significant as
well as striking a balance between rational thoughts and
emotions. Melgosa (2001) asserts that could support their
children in their studies by devoting time to be with them.
Spielberg (2002) supports this view and explains the “peer
cluster theory” that young people who are in trouble in
school have a tendency to find each other leading to further
problems. There is need to counsel them before they get into
antisocial behaviour. He further adds that they should be
helped to develop social skills for better communication and
interpersonal relationship with others.
4. Conceptual Framework
Figure 1: Influence of Adolescence on Academic Performance of Students in Public Secondary Schools in Nakuru
Municipality in Nakuru County.
Research Methodology
The study adopted the ex-post facto research design. Kathuri
and Pals (1993) defined ex-post facto research as a
systematic empirical inquiry in which the researcher does
not have direct control of independent variables because
their manifestation has already occurred or because they
cannot be manipulated. This design is appropriate for this
study because the manifestation of independent variables,
that is emotion, social behaviour and physical changes, have
already occurred without any manipulation, it is therefore
appropriate to use this research design. This design is ideal
as it enables an in-depth study of the relevant variables to be
made in order to establish existing conditions in the schools.
Studies that are concerned with what people think and what
they do, and different types of educational fact finding, can
utilize this research design (Frankel and Wallen, 1993).
Mugenda and Mugenda (1999) argue that the method is
often used because it does not permit experimental
manipulation of the variables. This design is thus
appropriate in determining influence of adolescence on
academic performance of students in public secondary
schools in Nakuru Municipality.
Population of the Study
The target population totaled 14,832 form three secondary
school students in 45 public secondary schools within the
Nakuru municipality and 60 teacher counselors who are
involved in guidance and counselling in public secondary
schools in Nakuru Municipality. The accessible population
was 375 students and 51 teacher counsellors. The sample
comprised both male and female students and teachers.
Form three students were found to be the suitable choice
because most of them were in mid adolescence and were
likely to exhibit adolescent’s psychosocial, cognitive and
emotional behaviour.
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Sampling Procedure and Sample Size
The Sample of 375 students who formed the main
respondents were selected using stratified random sampling
(where the form three class in the selected school was picked
to form the strata). The sample of 51 teacher counselors
were purposively selected (where a teacher counselor in
each of the 45 schools was picked). The number of samples
required was calculated using the formula described by
Krejcie and Morgan (1970) as follows:
Where;
S= The required Sample Size
N=The given population within the study area (14,832)
P= Population proportion of 0.50
d=Degree of accuracy-Amount of error tolerated in this
study-0.50
X2= Table value of Chi-square for one degree of freedom at
a confidence level of 0.95 (which is 3.841)
Based on the above calculation a sample size of 375 students
and 51 teacher counsellors was determined.
5. Results and Discussion
Characteristics of the Student Respondents
The characteristics of the student respondents interviewed
have been organized in to two categories namely age and
gender of the respondents.
Age of Respondents
The age of respondents is a factor considered important to
this study. This is due to the fact that adolescence affects
individuals between the ages of 15 and 20. The students
were asked to state their age and the results are given in
Table 2.
Table 2: Age of the respondents
Age in years
15
16
17
18
19
20
Total
Frequency
15
105
167
64
17
7
375
Percent
4.0
28.0
44.5
17.1
4.5
1.9
100.0
Mean 16.95±0.51, median 17, mode 17, std dev 0.986,
minimum 15, and maximum 20
The majority of the respondents were between the age of 16
and 18 years, with only 6.4 % of them being above 18 years.
The youngest respondent was aged 15 years, while the oldest
was aged 20 years. The mean age was 17 years with a
standard deviation of 0.986, meaning that there was a small
variation in the age of the respondents. These findings reveal
that majority of the respondents were in the age bracket
when the adolescent problems are manifested.
Gender of the student respondents
The study aimed at determining whether there existed
gender differences that were related to adolescent problems.
The respondent’s gender was recorded and their responses
are given in Table 3.
Table 3: Gender of the Student Respondents
Gender
Male
Female
Total
Frequency
210
165
375
Percent
56.0
44.0
100.0
From the data gathered majority of the respondents (56 %)
were male, while the females formed 44 % of the sample.
The differences in the number of the male and female
students was line with the proportions that existed in the
student population in the municipality. The male population
of the boys in the municipality schools was 8,232 (55.5 %),
while the female was 6,600 (44.5 %).
6. Summary, Conclusion and Recommendations
Summary of the Study
This research was undertaken to establish the effect of three
factors associated with adolescent students (emotions, social
behaviour and physical growth) and the role of counselling
on the academic performance of secondary students in
Nakuru municipality. The study interviewed a randomly
selected sample of 375 form three secondary school students
and 51 teacher counsellors who were purposively selected.
The results of the study demonstrated that the academic
performance of adolescent students was significantly (p≤
0.05) influenced negatively by adolescent emotional
behaviour, social behaviour, and physical growth.
7. Conclusions
Based on the findings of the study, the following
conclusions were made:
1) In the Nakuru municipality secondary schools the boys
formed the largest portion of the student population (56
%) compared to the girls.
2) The teacher counsellors in secondary schools within the
Nakuru municipality were mainly men (52.9 %). The
majority of teacher counsellors (70.6 %) had degrees,
but only 41.2 % were trained in counselling.
3) The academic performance of the secondary students in
the Nakuru municipality averaged 7.8 (on a scale of 1 to
12). The majority of the students (77.1 %) were
performing below the average score. The male students
had significant (p ≤ 0.05) higher mean scores than the
female students.
4) The emotional behaviour of the adolescent students in
Nakuru municipality was found to be within the
medium range (a score of 15 on a scale of 5 to 30). The
academic performance of adolescent students was
significantly (p ≤ 0.05) negatively affected by the
emotional behaviour of the adolescent students.
5) The social behaviour of adolescents in Nakuru
municipality secondary schools was rated at 15.8 on a
scale of 1 to 30. The academic performance of the
adolescent students was significantly (p ≤ 0.05)
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negatively affected by the social behaviour of the
adolescent students.
8. Recommendations
The following can be done to enhance the academic
performance of the adolescent students in secondary schools
within the Nakuru municipality:
1) Use of professionally trained teacher counsellors with
experience to assist the adolescent students with the
problems they are undergoing
2) The emotional behaviour had the highest influence on the
academic performance and if the schools put more
emphasis on it there may be higher returns
9. Acknowledgement
[8]
[9]
[10]
I highly acknowledge my supervisor Prof. Sindambi for his
unfailing encouragement and support during my research.
His personal commitment has contributed in making this
research journal what it is. His valuable feedback and
professional advice received from him was very
instrumental towards the completion of this work. I am also
grateful to the principals, teachers and students of Nakuru
Municipality, public schools especially those who were
involved in the study for their unfailing assistance and
understanding. Finally, my gratitude goes to all others who
in one way or another contributed to the completion of this
research
[11]
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